REF impact found 39 Case Studies

Currently displayed text from case study:
Select sections from document for display

Summary of the impact

Over more than two decades research conducted at Leeds has had two
interrelated impacts: i) supporting the decision-making process of those
responsible for reforming the school science curriculum by providing
timely and robust research evidence, for example within the recent DfE
National Curriculum Review in England; ii) inspiring follow-on research
and development activities funded by professional organisations, whose aim
is to inform and influence science education policy and practice.

Submitting Institution

University of Leeds

Unit of Assessment

Education

Summary Impact Type

Societal

Research Subject Area(s)

Summary of the impact

Twenty First Century Science (OCR Science A) is a research
evidence-informed suite of GCSE courses developed by the Science Education
Group at York from 2001-6. Following pilot trials and evaluation in
2003-6, it was adopted and continues to be used by over 1200 centres
(schools and colleges) in England, thus having significant impact on the
day-to-day practice of several thousand teachers and on over 120,000
students annually from 2006 to date. A survey of centres in 2008 (Millar,
2010), after the first post-pilot cohort completed their GCSE courses,
indicated increases of between 25 and 38 percent in uptake of the three
main sciences at AS-level, over three times the national increase observed
that year. The core GCSE Science course is unique internationally in
addressing explicitly the widely accepted policy objective of improving
`scientific literacy'. As a result, Twenty First Century Science
has influenced science curriculum policy discussions and debates in the UK
and internationally.

Submitting Institution

University of York

Unit of Assessment

Education

Summary Impact Type

Societal

Research Subject Area(s)

Summary of the impact

The research undertaken by Jonathan Osborne and colleagues in science
education at King's has
contributed substantially to contemporary curriculum and assessment policy
and practice both in
the UK and internationally. This programme of research has directly
influenced: the Nuffield/OCR
`Twenty First Century Science' curriculum, currently offered by around
1000 schools in England
and Wales; the emphasis on `how science works' in the English and Welsh
science curriculum; the
US Framework for K-12 science education published in 2012 with its new
emphasis on scientific
practices; and the framework being used as a basis for the OECD Assessment
of Science by the
Programme for International Student Achievement (PISA) which will be
administered in 70
countries in 2015.

Submitting Institution

King's College London

Unit of Assessment

Education

Summary Impact Type

Societal

Research Subject Area(s)

Summary of the impact

With computing science in schools and universities suffering from an
international education crisis, University of Glasgow research has driven
the development of new school curriculum across the UK. The learning and
teaching materials developed at Glasgow rethink the way computing science
is taught, with over 10,000 pupils taking part in workshops in Scotland
and 1,600 teachers in 20 countries using the materials. In the US, this
research has attracted 20 high schools and 2,000 university students into
programmes demonstrating new methods in teaching computational thinking.
Dr Quintin Cutts has also contributed to the Scottish Qualifications
Authority's assessments for the new Scottish curriculum, consulting on
assessment techniques and nationwide Computing Science exam papers.

Submitting Institution

University of Glasgow

Unit of Assessment

Computer Science and Informatics

Summary Impact Type

Societal

Research Subject Area(s)

Summary of the impact

Research by Oxford Brookes University identified that teaching for
inclusive challenge in primary
science lessons, with an emphasis on classroom discussions, practical work
and conceptual
challenge, increased pupils' enthusiasm for science and also their
attainment in the subject. Led by
Helen Wilson, David Coates and Jenny Mant, research insights have been
used to produce
evidence-based professional development for primary school teachers. This
has been delivered to
thousands of teachers, through training events and programmes, through a
dedicated website, and
through training led by Local Authority advisors who have chosen to
disseminate our materials.
The impact on the teachers' practice has been to encourage pupils' higher
order thinking in
science lessons through an emphasis on questioning, discussion and
practical scientific enquiry.
The ultimate impact has therefore been on the learning experiences of
school pupils.

Submitting Institution

Oxford Brookes University

Unit of Assessment

Education

Summary Impact Type

Societal

Research Subject Area(s)

Summary of the impact

Outcomes of the research conducted at the University of Edinburgh (2001
to 2007) that have had the most far-reaching impact are a strong
conceptualisation of the whole learning environment (including curricula,
teaching, learning support, and assessment and feedback) and its influence
on the quality of undergraduates' learning. What gave these outcomes added
resonance was a concern for disciplinary distinctiveness as well as more
generic features; an alertness to the pervasive implications for
day-to-day teaching-learning practices of mass 21st-century
higher education; and a focus on enhancing as well as evaluating the
student experience.

The reach of the impact extends to university teachers, middle and senior
academic managers, local and national bodies with responsibilities for
surveying quality and standards and, albeit less directly, students. Staff
in at least 21 universities in 12 countries have used the Experiences of
Teaching and Learning Questionnaire (ETLQ). The National Student Survey
questionnaire was influenced by the ETLQ, and has continuing UK-wide
impact on teaching through students' retrospective ratings of their
experience. Project outputs were directed towards teaching staff through
workshops, publications and invited presentations, followed by detailed
advice on assessment and feedback of coursework.

Submitting Institution

University of Edinburgh

Unit of Assessment

Education

Summary Impact Type

Societal

Research Subject Area(s)

Summary of the impact

The need to produce more science graduates to meet the ambitions of a
knowledge-based economy has been recognised in several UK Government
initiatives, yet despite the growth in University admissions since 1986
the percentage of students studying science has fallen. Research led by
Tina Jarvis has had significant impact on the development of effective
science CPD, designed to address the problem that many primary school
teachers lack competence and confidence in science teaching. This research
has underpinned the establishment of two CPD Centres, which have provided
CPD for over 7,300 teachers, technicians and teaching assistants in the UK
during the assessment period and a range of projects which have achieved
sustained impact on teachers' practice and pupils' learning and
engagement, regionally, nationally and across Europe, involving over 30
partners across 23 countries.

Submitting Institution

University of Leicester

Unit of Assessment

Education

Summary Impact Type

Societal

Research Subject Area(s)

Summary of the impact

Impact in this case study focuses on developing an inclusive culture;
changes in academic development programmes; and influencing national
policy on inclusive learning and teaching in higher education. While
student diversity has increased over the last twenty years or so, teaching
methods have changed little in response. This has had a knock-on effect on
student engagement and success. Research outlined here has influenced how
university teachers reframe their understandings and practices of teaching
and engaging diverse students. This work has reshaped continuing
professional development in university teaching in the UK and
internationally and has influenced national policy on inclusive learning
and teaching.

Submitting Institution

University of Wolverhampton

Unit of Assessment

Education

Summary Impact Type

Societal

Research Subject Area(s)

Summary of the impact

The Improving Science Together (IST) project developed pupils' enquiry
skills, teachers'
assessment and curriculum continuity across the primary-secondary transfer
in 24 schools.
This research had an impact upon public policy through its inclusion on
the Department for
Children, Schools and Families (DCSF) website as a case study supporting
government
guidance on primary-secondary transfer. Its impact upon practitioners in
the project schools
and authorities has been to change their practice in science enquiry
assessment and primary-secondary
transfer; it has a continuing wider impact on the work of teachers and
trainees
across the UK and internationally through web-based materials and
training.

Research Subject Area(s)

Summary of the impact

The impact of this work lies in its increased engagement with, and
attainment in, science and technology of pupils of varied ages and social
background. It uses a broad portfolio of innovative approaches, (from
novel labs to science-art theatre collaborations and community-based
archaeo-astronomy projects); using visual, kinaesthetic and empathetic
learning models to promote STEM learning alongside cultural enrichment and
improved literacy. The work has led to changes in teacher training
practice, aspects of which have been embedded locally and internationally.
Its interdisciplinary nature offers new models in education for
sustainable development.